What did I learn?
Gallery walk, the way we see things (and makes sense to us), students may see things differently. Graph should stand on its own, interpreting other graphs. Important for everyone to be able to read graphs (create, make inferences, draw conclusions, and justify reasoning).
A new math tool that I learned about was a mira, which is mainly used for teaching about symmetry/congruence. When I was in school it seemed like these concepts were taught using memorization and direct instruction, so it’s good to learn about tools that will put concepts into action.
What do I still have questions about?
Similarly to my questions from my last math blog, I am wondering if it more beneficial to have students use GapMinder to find information to use (to use real data) or to come up with their own data. In both class discussion and in one of our Anneburg videos, the idea of having students create their own data will make the students own their work. Or, like before, is that dependent of grade level?
What are the implications for classroom practice?
In my main placement I would have students create their own graphs, since the information on GapMinder may be too complex for their practical use. The other thing that we used in class, the mira, would be beneficial for 3rd grade when learning about kinds of triangles (for example equilateral). If it was not realistic to introduce the mira to students in this manner, an introduction to the tool would be helpful in an art project, so they can get some exposure to the tool and the concepts of symmetry.
No comments:
Post a Comment